Jordan 2023
Key takeaways
The vocational education and training (VET) system in Jordan is effective in providing access and support for learners, though how well it works can depend on the age of the participants. Initial VET programmes (IVET) are widely available and focus on helping learners make progress and complete their studies. Continuing VET (CVET) is also appreciated by those who can participate, which sets Jordan apart from many other countries where CVET is less appealing. However, the availability of CVET remains limited, suggesting that there are gaps in meeting the needs of adult learners. Another challenge is the difficulty learners face in moving between different types of education. It is hard to transition from VET to higher levels of education, which reinforces the idea that VET offers limited opportunities for further education and career advancement in Jordan.
Jordan is working to improve the delivery of important basic skills and competences to young VET students, but the quality and relevance of learning are still below average. Interestingly, adults and adult learners in Jordan are more likely than younger people to have the skills and abilities that the economy needs. Despite lower-than-expected learning outcomes for youth in VET, job prospects for VET graduates are strong because their skills are in high demand. The close connection between education and the working world, along with strong career guidance, helps to reinforce the employability of VET learners. However, Jordan could do more to include topics related to the digital transition in its VET curricula.
Quality assurance in VET is considered a strength in Jordan, thanks to detailed and reliable methods for tracking the quality of education and training. Leadership staff in VET schools are reported to be highly skilled, which suggests strong development and support for school leaders in Jordan. Monitoring data also show that there are solid governance structures in place, allowing a wide range of VET stakeholders to participate in decision-making. While funding and materials are generally adequate, some stakeholders feel that these resources are not always used efficiently or distributed fairly, leading to differing views on their availability. A key area of concern is the management of staff, with possible shortages of essential personnel needed for the VET system to operate effectively.
Access to learning
Monitoring in the area of access to and participation to learning helps countries assess the extent to which initial VET, continuing VET and other learning opportunities are accessible and attractive to all learners, regardless of their individual backgrounds or reasons for participating. The data also reflects how well learners can expect to progress through and graduate from these learning opportunities.
The availability and appeal of CVET programmes are much lower than IVET, especially for adult learners who have already entered the workforce. A major challenge is the difficulty learners face in moving between VET and general education. Transitioning to higher education from VET is uncommon, and switching from vocational to general education pathways is even harder. For many learners, VET is seen as a "dead-end" in terms of educational advancement.
In contrast, lifelong learning opportunities through active labour market policies (ALMPs) and in-company training are more accessible. These programs are popular among job seekers and help support employment, but they are not fully integrated into the National Qualifications Framework (NQF), limiting their recognition as part of the lifelong learning journey of Jordanian citizens.
The Torino Process is a regular review of national systems of vocational education and training as well as adult education. It is designed to analyse the ways in which national VET systems (including adult education) address the challenges of human capital development in a lifelong learning perspective. It was established by the European Training Foundation (ETF) in 2010 and has been carried out in partner countries in Southeastern Europe, Turkey, Eastern Europe, Central Asia and the Southern and Eastern Mediterranean ever since.
Monitoring in the context of the Torino Process describes the extent to which countries deliver on their commitments to learners in support of their learning through life (lifelong learning - LLL) in three major areas of policy and system performance: access to learning, quality of learning, and system organisation.
Quality of learning
Quality and relevance of learning is the area of monitoring that identifies how successfully the VET system provides basic skills and key competences to both young and adult learners. It highlights the relevance of VET programmes to the world of work and how effectively VET graduates transition into the labour market. Additionally, it monitors efforts to promote excellence across key domains, including pedagogy, professional development, programme content, governance, and social inclusion, as well as the openness of the VET system to innovation in response to the evolving needs of learners and labour markets.
In contrast, adults in Jordan are reported to have stronger skills in areas like IT and literacy, outperforming their peers in other countries. Despite the challenges in youth education, VET graduates in Jordan have high employability, as their skills match the needs of the labour market. This success is linked to strong collaboration between industry and training providers, with industry representatives helping to design VET curricula that align with market demands. Currently, 21 sector councils are involved in shaping VET programmes to ensure relevance to employer needs.
Digitalisation is not yet too well addressed in the VET curricula. More priority is given on themes related to the green transition. However, the system is responsive to the immediate needs of the economy, with curricula open to adaptation to the evolving job market, except for demands related to technology-driven changes.
VET in Jordan has a focus on achieving excellence in several areas, but there is room for improvement, especially in the area of teaching methods and professional development of teachers and trainers. While efforts to promote fairness and inclusion are commendable, more needs to be done to ensure that all learners, regardless of their background, are treated equally. Compared to other countries, Jordan’s VET system is generally less open to innovation, except when it comes to aligning skills with labour market needs. There is also room for growth in adopting new teaching practices and learning strategies to improve the overall quality of education.
VET in Jordan faces challenges in providing young students with strong basic skills. Various assessments reveal a below-average performance in reading, math, and science. Adults on the other hand demonstrate stronger foundation in IT and literacy, and VET graduates have high employability thanks to strong industry collaboration and curricula aligned with market needs. Initiatives by the Technical and Vocational Skills Development Commission have established national standards for work-based learning, though the standards need better implementation. While efforts to promote fairness and inclusion are commendable, more work is required to ensure equal treatment for all learners. Additionally, the VET system needs to embrace more innovation, especially in the domain of digitalisation.
System organisation
System organisation is the area of monitoring that captures performance across various domains of management and administration. It examines whether practitioners and leaders have access to data and evidence to support informed decision-making, the level of stakeholder involvement in VET governance, the quality and capacity of staff in leadership positions, and the degree of internationalisation. Additionally, monitoring the allocation of human and financial resources to the VET system helps assess whether these resources effectively support teaching, training, and learning.
The leadership staff within the VET system are considered capable, but the high level of centralisation limits their flexibility to address local needs. School leaders must often seek approval from higher management before implementing initiatives, which hinders their ability to adapt quickly. Additionally, the internationalisation of VET—such as student exchanges or peer learning opportunities—is weak, with little engagement in these areas. This is a missed opportunity for improving education through more global collaboration.
The state of the physical infrastructure also varies widely. Some VET providers, with support from donor agencies or private partnerships, have undergone renovations, but many still face challenges due to outdated facilities. Despite relatively high scores in financial resource management, the availability of modern infrastructure remains a critical concern for the quality of education and training.
VET in Jordan faces challenges in several areas, particularly in the availability of reliable data for planning and decision-making, which affects its overall effectiveness. While leadership within VET institutions is strong, the centralisation of the system limits flexibility for local decision-making. Financial and material resources are generally adequate, but unevenly distributed as some specialisations benefit from additional donor support while others remain overseen. International collaboration and exchange opportunities for students and staff are limited, reducing opportunities for global learning. Additionally, there is a shortage of qualified teachers and trainers. This highlights the need for better management of human resources.
Promoting access and participation in opportunities for lifelong learning
Supporting quality and relevance of lifelong learning
Index of system performance
International comparability of performance results
In addition to messages about system performance, the Torino Process monitoring delivers information about the international comparability of results of each country, the extent to which these results may be susceptible to bias, and how self-critical a country is when it reports about its policy and system performance for external monitoring purposes. This is possible because the monitoring methodology foresees keeping accurate records about the availability, origin and type of evidence used to calculate the monitoring results for each country, including Jordan.
A higher-than-average share of monitoring results for Jordan is based on internationally comparable data. This means Jordan has significantly more internationally comparable information on the performance of its VET and lifelong learning systems than other countries in the Torino Process, on average. The monitoring results for Jordan are also at a somewhat lower risk of bias compared to those of other countries. Additionally, Jordan tends to take a more critical view of the performance of its VET and lifelong learning systems than many other countries in the Torino Process.